本文關(guān)鍵詞： 活動(dòng) 活動(dòng)教學(xué) 活動(dòng)方式 有效 操作　出處：《西南大學(xué)》2010年博士論文　論文類(lèi)型：學(xué)位論文

【摘要】： 活動(dòng)是人存在和發(fā)展的基本方式,它是人的本質(zhì)力量,是人的個(gè)體存在、社會(huì)生活以及人類(lèi)歷史發(fā)展的基礎(chǔ),是一個(gè)主體與客體相互轉(zhuǎn)化的過(guò)程。鑒于活動(dòng)是連接主體與客體的通道,人便是在作為主體的自我與作為客體的諸種事物與現(xiàn)象的交互作用中獲得發(fā)展的,不斷實(shí)現(xiàn)其本質(zhì)力量由客體向主體的回歸,從而創(chuàng)造出一個(gè)新的精神個(gè)體,建構(gòu)其新的心智結(jié)構(gòu)。教育教學(xué)體系作為活動(dòng)的基本存在,不但豐富了活動(dòng)本身的內(nèi)涵,更將其中的活動(dòng)教學(xué)發(fā)揚(yáng)光大,實(shí)現(xiàn)了活動(dòng)教學(xué)的體系建構(gòu),由此,作為活動(dòng)教學(xué)基本方式的活動(dòng)方式理應(yīng)成為活動(dòng)教學(xué)的基本構(gòu)成,并為促進(jìn)學(xué)生的全面發(fā)展提供實(shí)踐切入點(diǎn)和為活動(dòng)教學(xué)理論的發(fā)展與建構(gòu)提供基本理論支持。 活動(dòng)教學(xué)有著悠久的歷史,而活動(dòng)方式也由來(lái)已久。但是,在以往的活動(dòng)教學(xué)研究中,對(duì)活動(dòng)方式的解釋僅限于對(duì)各種活動(dòng)方式的一般性說(shuō)明和描述,沒(méi)有把對(duì)活動(dòng)方式的選擇和應(yīng)用落實(shí)到具體實(shí)踐操作中,使得在學(xué)校中進(jìn)行的所謂的活動(dòng)教學(xué)流于表面和形式,這大大降低了活動(dòng)教學(xué)的有效性。本研究基于對(duì)以上問(wèn)題的深入反思,從哲學(xué)、心理學(xué)、教育學(xué)等方面,對(duì)活動(dòng)與活動(dòng)教學(xué)的基本內(nèi)涵、結(jié)構(gòu)、特征、運(yùn)行機(jī)制等進(jìn)行了探討,明晰了本研究的理論基礎(chǔ)及基本概念,并從學(xué)生發(fā)展與素質(zhì)生成等價(jià)值出發(fā),確立了有效活動(dòng)教學(xué)方式的基本特征及其實(shí)踐功能,為后續(xù)研究提供了理論和闡釋框架。 活動(dòng)方式是活動(dòng)教學(xué)實(shí)現(xiàn)的基本手段和基本環(huán)節(jié),它體現(xiàn)了活動(dòng)教學(xué)的各種價(jià)值表征,我們只有在深刻了解和理解活動(dòng)教學(xué)中活動(dòng)方式的現(xiàn)實(shí)狀態(tài)的前提下,才能對(duì)活動(dòng)方式的有效性進(jìn)行理論與實(shí)踐檢證。本研究在總結(jié)、歸納、分析由現(xiàn)場(chǎng)觀察、活動(dòng)錄像、深度訪談、案例分析等獲得的現(xiàn)狀調(diào)查結(jié)果之后發(fā)現(xiàn),活動(dòng)方式在活動(dòng)教學(xué)中表現(xiàn)出了與學(xué)習(xí)方式對(duì)立、在活動(dòng)教學(xué)理論建構(gòu)中的缺失、與常用教學(xué)方法的混為一談、活動(dòng)模式僵化、重花樣輕效用等各種問(wèn)題,這為活動(dòng)教學(xué)有效開(kāi)展帶來(lái)了障礙。鑒于此,本研究深刻審視了活動(dòng)教學(xué)中活動(dòng)方式的影響因素,并對(duì)其有效實(shí)踐提出了策略建構(gòu),以為有效活動(dòng)方式的選擇提供方向。 活動(dòng)教學(xué)因其目標(biāo)和任務(wù)性質(zhì)的差異而要求采取不同的活動(dòng)方式,只有根據(jù)活動(dòng)教學(xué)的目標(biāo)和任務(wù)性質(zhì)選取的活動(dòng)方式才具有效用。而這首先需要我們對(duì)活動(dòng)方式本身有清晰的認(rèn)識(shí),本研究歸納提煉了探究型活動(dòng)方式、交往型活動(dòng)方式、體驗(yàn)型活動(dòng)方式和創(chuàng)造型活動(dòng)方式四種典型的活動(dòng)方式,并分別對(duì)這四種類(lèi)型活動(dòng)方式的內(nèi)涵、意義、表現(xiàn)類(lèi)型、操作模式與流程、教學(xué)策略、應(yīng)用要點(diǎn)進(jìn)行了深層次探索。由于一定的操作模式與流程可以有效地給學(xué)校和教師們提供一條達(dá)到理想目標(biāo)的現(xiàn)實(shí)化途徑,本研究所精煉的四種典型活動(dòng)方式更多強(qiáng)調(diào)的是一種理念的滲透、突出基本操作的要素,注重概括性與引領(lǐng)性,淡化固定程式,力求為教師的創(chuàng)造性發(fā)揮提供更大的彈性空間。 評(píng)價(jià)是教學(xué)活動(dòng)中非常重要的一個(gè)環(huán)節(jié),對(duì)活動(dòng)方式評(píng)價(jià)的主要目的在于為教師改進(jìn)教學(xué)方式和學(xué)生改進(jìn)學(xué)習(xí)方式提供全面而具體的依據(jù),使評(píng)價(jià)為最大限度地促進(jìn)每一個(gè)學(xué)生的各方面素質(zhì)的全面發(fā)展服務(wù)。在有效活動(dòng)方式的評(píng)價(jià)中,既要看這種活動(dòng)方式是否有效促進(jìn)了學(xué)生對(duì)知識(shí)的掌握、能力的提高、智力的發(fā)展、個(gè)性的養(yǎng)成,還要關(guān)注是否有效促進(jìn)了教師的專(zhuān)業(yè)成長(zhǎng)、教師與學(xué)生的交往以及教學(xué)過(guò)程的合理性、延續(xù)性、效能性等各個(gè)方面。鑒于此,本研究的最后一章在分析有效性評(píng)價(jià)現(xiàn)實(shí)失衡的基礎(chǔ)上對(duì)其進(jìn)行了重新定位,進(jìn)而提出對(duì)活動(dòng)方式進(jìn)行評(píng)價(jià)所要遵循的原則,最后對(duì)活動(dòng)方式評(píng)價(jià)的目標(biāo)制定、實(shí)施步驟和方法等操作性問(wèn)題進(jìn)行了深入探討,為活動(dòng)方式的有效選擇和實(shí)踐提供參考。
[Abstract]:Activity is the basic way of human existence and development, it is the power of human nature, is the individual existence basis of social life and the development of human history, is the process of the conversion of a subject and object. In view of activity is connected to the subject and object of the channel is obtained in the self - development as with all kinds of things and phenomena of object interaction, to realize the essence of power from object to subject regression, thus creating a new spirit of the individual, to construct the new mental structure. Education system as the basic existence of activity, not only enrich the connotation of the activity itself, but will carry forward the teaching activities, the teaching system of construction activities, thus, as a basic form of activity teaching activities should be the basic form of teaching activities, and to provide for fully promote the development of students It provides basic theoretical support for the development and construction of the theory of activity teaching.
Activity teaching has a long history, but also long-standing activities. However, in the previous research and teaching activities, the activities of explanation of the method is limited to general description of various activities and description, not the application and selection of the activities of the implementation of specific practice, making teaching in school the so-called active and superficial form, which greatly reduces the effectiveness of teaching activities. This study in-depth reflection, based on the above problems from philosophy, psychology, education and other aspects, the basic connotation, the teaching activities and the structure, characteristics, operation mechanism is discussed, and the basic concepts of clarity the theoretical basis of this study, and starting from the students' development and quality formation of value, establish the basic characteristics and function of practice teaching mode effective activities, for the follow-up study provides a theoretical explanation and Frame.
Activity is the basic way and link the implementation of teaching activities, it embodies the value representation of activity teaching. The premise of our deep understanding and understanding only activities in the activity teaching mode under the realistic condition, by examining the theory and practice of effectiveness to activities. In this study, summary, induction, analysis by field observation, video, depth interviews, found after the survey results obtained the case analysis, activity in the activity teaching showed antagonism and learning, in the absence of activity in the construction of teaching theory, and teaching methods commonly used in the active mode is rigid, confused, heavy light utility patterns and other issues, the to effectively carry out teaching activities have brought obstacles. In view of this, this dissertation examines the factors affecting the activities in the teaching activities, and the effective practice and puts forward some strategies to build Construct the direction for the choice of the way of effective activity.
Because of the difference of the teaching objectives and tasks of nature and demand different activities, only according to the selected target and task properties of activity teaching activities to be effective. But the activity itself is first of all we need to have a clear understanding of this study summarized the inquiry activities and communicative activities. Experiential activities and creative activities of four kinds of typical activities, and each of these four types of activities the connotation, significance, types, operation mode and process, teaching strategies, application points of deep exploration. Due to the practical way of operation mode and process can be effectively to schools and teachers to provide a desired target, four typical activities in this study refined more emphasis is penetrating a philosophy, highlighting the basic elements for the operation In order to provide more flexible space for the creative exertion of teachers, we should pay more attention to the generality and guidance and desalination of the fixed program.
Evaluation is a very important link in the teaching activities, the main purpose of the evaluation activities is to provide a comprehensive and concrete basis for the improvement of learning methods for teachers to improve teaching methods and students, make the evaluation in order to maximize the promotion of each student's all-round development of all aspects of the quality of the service. In the evaluation of effective way of activities in this way, not only to look at the activities effectively promoted the students to master the knowledge, ability, intelligence development, the cultivation of personality, but also pay attention to whether to effectively promote the professional development of teachers, teachers and students communicative rationality, and the teaching process continuity, all aspects of performance. In view of this, the final part of this paper based on the analysis of the reality of the evaluation of the effectiveness of the imbalance on the re positioning, and then put forward to evaluate the activities of the principles to be followed, at the end of the In order to provide a reference for the effective selection and practice of the activity mode, the operational problems such as the target formulation, the implementation steps and the methods of the evaluation of the activities are discussed.

【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2010
【分類(lèi)號(hào)】：G420

【引證文獻(xiàn)】

相關(guān)期刊論文 前3條

1 石勝中;;淺談新課程改革中化學(xué)教師教學(xué)方式的轉(zhuǎn)變[J];長(zhǎng)春教育學(xué)院學(xué)報(bào);2013年23期

2 關(guān)銳;;探究性學(xué)習(xí)在小學(xué)科學(xué)課程中的實(shí)現(xiàn)分析[J];快樂(lè)閱讀;2012年06期

3 許云舟;;學(xué)校圖書(shū)館活動(dòng)評(píng)價(jià)探析[J];圖書(shū)館建設(shè);2013年05期

相關(guān)會(huì)議論文 前2條

1 李艷;;對(duì)當(dāng)前高校文化產(chǎn)業(yè)人才培養(yǎng)的若干思考[A];2011京津冀區(qū)域協(xié)作論壇論文集[C];2011年

2 李艷;;對(duì)當(dāng)前高校文化產(chǎn)業(yè)人才培養(yǎng)的若干思考[A];創(chuàng)新驅(qū)動(dòng)與首都“十二五”發(fā)展——2011首都論壇文集[C];2011年

相關(guān)博士學(xué)位論文 前1條

1 周子房;寫(xiě)作學(xué)習(xí)環(huán)境的建構(gòu)[D];華東師范大學(xué);2012年

相關(guān)碩士學(xué)位論文 前10條

1 王連輝;運(yùn)用課堂游戲開(kāi)展有效漢語(yǔ)教學(xué)[D];華東師范大學(xué);2011年

2 岳佳麗;基于LAMS的師范生信息化教學(xué)設(shè)計(jì)能力培養(yǎng)模式研究[D];西南大學(xué);2012年

3 付麗麗;大學(xué)旅游英語(yǔ)活動(dòng)教學(xué)促進(jìn)學(xué)生主體性發(fā)展的研究[D];四川外語(yǔ)學(xué)院;2012年

4 易瓊;高校生態(tài)文明教育視閾下理性生態(tài)人的培養(yǎng)[D];漳州師范學(xué)院;2012年

5 魯世清;基于KM的數(shù)字化學(xué)習(xí)資源庫(kù)管理方法研究[D];河南師范大學(xué);2012年

6 義成芳;高中趣味物理活動(dòng)課的設(shè)計(jì)與實(shí)施[D];湖南師范大學(xué);2012年

7 焦小麗;高效地理活動(dòng)課堂的構(gòu)建研究[D];河北師范大學(xué);2012年

8 李晶敏;活動(dòng)理論指導(dǎo)下初中英語(yǔ)口語(yǔ)教學(xué)研究[D];四川外國(guó)語(yǔ)大學(xué);2013年

9 謝定元;高中思想政治課活動(dòng)教學(xué)法有效運(yùn)用研究[D];西南大學(xué);2013年

10 鐘靜;高中英語(yǔ)課堂活動(dòng)及其有效性研究[D];華中師范大學(xué);2013年

，

本文編號(hào)：1459532